Course Correction: Navigating Equity in Ninth-Grade Advanced Placement

IF 1.3 Q3 EDUCATION, SPECIAL Journal of Advanced Academics Pub Date : 2024-08-12 DOI:10.1177/1932202x241271318
Sarah R. Morris, Sarah C. McKenzie, Miranda G. Vernon
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Abstract

This robust mixed-methods study examines ninth-grade advanced course placement in Arkansas, revealing disparities rooted in race and socioeconomic status. Utilizing a logit analysis for a five-year pooled sample ( n = 163,616), we find persistent enrollment gaps for Black ninth-grade students after controlling for prior academic achievement, highlighting systemic barriers to access to advanced courses. Socioeconomic divides are also evident in our analysis. Qualitative findings from counselor interviews highlight the importance of parental involvement in course placement decisions, particularly for students from lower socioeconomic backgrounds. Overall, we find through these interviews that districts consider a myriad of factors when considering course placement for ninth-grade courses. We recommend systemic changes for districts, including local norm-based placement systems and automatic enrollment policies to enhance fairness in advanced course placement.
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课程更正:九年级高考公平导航
这项稳健的混合方法研究考察了阿肯色州九年级的高级课程安排,揭示了种族和社会经济地位造成的差距。通过对五年的集合样本(n = 163,616 人)进行对数分析,我们发现在控制了先前的学业成绩后,九年级黑人学生的入学率仍存在差距,这凸显了进入高级课程的系统性障碍。社会经济差距在我们的分析中也很明显。对辅导员的定性访谈结果凸显了家长参与课程安排决策的重要性,尤其是对社会经济背景较差的学生而言。总之,通过这些访谈,我们发现各学区在考虑九年级课程分班时,会考虑多种因素。我们建议各学区进行系统性改革,包括建立以当地标准为基础的分班制度和自动入学政策,以提高高级课程分班的公平性。
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来源期刊
Journal of Advanced Academics
Journal of Advanced Academics EDUCATION, SPECIAL-
CiteScore
4.30
自引率
20.00%
发文量
16
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